The curriculum is so structured that various confidence building strategies are incorporated into most activities. Students are encouraged to express their own ideas and opinions. Presentations of “Show and Tell”, acting out the role of a favourite story book character, reciting poetry or performing in a play for Morning Assembly, a game of dumb charades as they learn about the parts of speech are all employed to encourage pupils’ ability to express themselves in a variety of ways. All students regularly use the library to borrow books both for reading development and for leisure. Poetry, fiction, factual texts etc are all grist for the mill. Children are encouraged to express their preferences.  The development of analytical reasoning and logical thinking is carried out through various activities and helps the child to think critically.

Written work embraces a wide variety of themes, both fictional and expository. While guided in the sense of preceding discussion, all written work is essentially the child’s own creative endeavour.

Children are encouraged to develop a clear understanding of numbers and the skills required to compute mentally and in writing. Instead of meaningless numbers being used to mechanically solve artificial problems, students use real life problems to develop their sense of logic and reasoning. They may be required to extract information and express it in suitable ways including pictorial chart forms. Standard and non-standard measurements are experimented with, Cuisenaire rods help children perfect their understanding of fractions and the four operations while shopping trips bring to vivid life the use of money.

The Science curriculum demands the development of investigative skills, classification, exploration and observation, the concept of fair testing, the sharpening of observation skills, interpretation of data and recording the results of experiments. With the emphasis on experiential learning, students learn about the phenomena of life through open-ended inquiry and structured activity. Every activity is carefully recorded in the child’s own words and relates to his own experiences during the experiment.

This aspect of the curriculum covers the whole gamut of the Liberal Arts, including history, culture, religion, geography and the concepts of good citizenship.   Here too, the individual experiences a range of concepts through role play, dramatization, audio-visual media etc.  to reinforce the ideas presented.  As the children develop reading skills, they are encouraged to delve deeper into the ever growing children’s resource library.

Khaldunia believes that formal examinations are neither a necessity nor advisable at an age when anxiety over exam preparation can detract from real learning. Assessment is based on continuous feedback and practical and written tests. A detailed record of achievements lists the level of progress made and suggests steps in further learning.